Journal articles on the topic 'Intercultural and Cross-cultural Studies'
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Marotta, Vince. "Intercultural Hermeneutics and the Cross-cultural Subject." Journal of Intercultural Studies 30, no. 3 (August 2009): 267–84. http://dx.doi.org/10.1080/07256860903003575.
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Khukhlaev, O. E., V. V. Gritsenko, S. B. Dagbaeva, V. V. Konstantinov, T. V. Kornienko, E. V. Kulesh, and T. T. Tudupova. "Intercultural Competence and Effectiveness of Intercultural Communication." Experimental Psychology (Russia) 15, no. 1 (2022): 88–102. http://dx.doi.org/10.17759/exppsy.2022150106.
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The article aims to present the results of the study of intercultural competence as a predictor of effective intercultural interaction. The mechanism by which this effect is achieved is currently poorly understood. The study involved students from Russian universities (N=748) aged 18 to 25 years (M=20.09, SD= 1.73). 85% of the sample were women. The following methods were used: “Integrative questionnaire of intercultural competence”, the Scale of intergroup anxiety U.The scales of Attributive confidence and perceived predictability and Self-assessment of the effectiveness of cross-cultural communication was from the studies of W. Gudykanst, Scale of evaluation of the desire to interact with a partner of other cultures. All scales were modified for the study and showed good reliability. The theoretical model was tested using path analysis. The effects of all components of the integrative model of intercultural competence on the desire to interact with a partner in intercultural communication and self-assessment of its effectiveness were found, except for the “lack of ethnocentrism”sub-scale. It is also shown that the effects of cross-cultural interest and cross-cultural stability on the perceived effectiveness of communication with a foreign cultural partner and the desire to interact with them are mediated by intergroup anxiety and perceived predictability of cross-cultural communication.
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Fox, Jerald L., and Jurgen Kramer. "Cultural and Intercultural Studies." Modern Language Journal 75, no. 3 (1991): 367. http://dx.doi.org/10.2307/328734.
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Guillot, Marie-Noëlle, and Maria Pavesi. "AVT as intercultural mediation." Multilingua 38, no. 5 (September 25, 2019): 495–504. http://dx.doi.org/10.1515/multi-2018-0115.
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Abstract This article addresses a question central for this special issue of Multilingua on audiovisual translation (AVT) – of the relationship between the cross-cultural and the intercultural in audiovisual translation. The question underpins fundamental debates in the emergent field of AVT as cross/intercultural mediation, the focus in this volume, with subtitling and dubbing the two main interlingual modes considered in its pages from an interdisciplinary perspective embracing translation and audiovisual translation studies, pragmatics and cross-cultural pragmatics and film studies. The article doubles up as the introduction for the special issue, and provides its rationale and contents.
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Ilyin, Valery A., Nina G. Salmina, and Elena V. Zvonova. "THE PROBLEM OF CROSS-CULTURAL COMMUNICATION IN FOREIGN RESEARCHES." Moscow University Psychology Bulletin, no. 4 (2022): 92–114. http://dx.doi.org/10.11621/vsp.2022.04.04.
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Background. Intercultural interaction is the basis of positive development in the modern world. However, situations of confl icts and crises seriously disrupt cross-cultural communication. An analysis of the results of studies conducted in diff erent countries and in diff erent situations makes it possible to identify the psychological foundations for overcoming the negative consequences of violations of intercultural interaction. Objective. Present the experience of researching the problem of cross-cultural communication. Methods. Review of foreign literature. Results. An analysis of modern research on the problems of cross-cultural communication has shown that, with the unconditional recognition of the characteristics of the cultures to which the studied groups belong as the leading determinant of the study, there is no socio-psychological typology of cultures, which does not allow building a predictive analysis of the interaction of representatives of diff erent cultures. Th e studies describe various types of indirect, substitutive contact, the conditions of which allow establishing positive relationships, which is especially important in situations of protracted systemic political and economic crises. Researchers believe that objective conditions have developed for the functioning of intercultural psychology and that broad interdisciplinary cooperation is necessary to evaluate the eff ectiveness of the means of cross-cultural communication off ered by psychologists. Conclusion. Th e role of the semiotic approach in the study of cross-cultural communication is revealed. Since cultural diff erences are combined at the level of cultural codes, the semantic aspect of the combination of diff erent cultures is a source of possible misunderstandings and contradictions. Mediated, substitute, indirect contacts of people help to overcome misunderstandings and create a basis for active intercultural cooperation. In this case, conditions are created not only for understanding the representatives of contacting cultures, but the understanding of all representatives of a diff erent culture improves. Th e attitude towards representatives of cultures that do not participate in substitutive contact also improves.Th is eff ect is considered as intercultural competence.
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Denoux, Patrick, and Paraskevi Simou. "Cross-Cultural Psychology à la française: An Overview of Interdisciplinary Intercultural Studies and Intercultural Psychology." Journal of Cross-Cultural Psychology 53, no. 7-8 (August 2022): 817–46. http://dx.doi.org/10.1177/00220221221107727.
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The paper aims to show the international impact of 50 years of cross-cultural psychology on interdisciplinary intercultural studies and intercultural psychology, as developed in French-speaking countries. An original overview of the most prominent research carried out by Association pour la Recherche Interculturelle (ARIC, Association for Intercultural Research) and the research team Interculturation Psychique et Contacts Culturels (IPCC, Psychological Interculturation and Cultural Contacts) is suggested, while tending to cover the worldwide research related to the individual in intercultural situations. ARIC’s main topics are education, socio-political aspects and identity, individual, and cultures. This international association focuses on the articulation of research and practice to propose better policies to multicultural societies. In this perspective, it has carried out research about the immigration challenges considering the immigrants as well as the host societies. As it concerns intercultural psychology, it develops according to interculturation, that is, the psychological process that allows to overcome the cultural differences. It shapes intercultural personality and identity and the cognitive, affective and behavioral reactions of individuals or groups in any cultural contact. The various fields of application of both underline the undoubtable influence of cross-cultural psychology and the possibilities for further in-depth collaboration due to mutual contributions.
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Wang, Xiaocai. "The Current Situation and Countermeasures of Intercultural Communication Competence Cultivation in Higher Vocational English Teaching." Learning & Education 10, no. 8 (June 20, 2022): 187. http://dx.doi.org/10.18282/l-e.v10i8.3117.
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The intercultural communication competence is one of the main objectives of higher vocational English teaching, and it is very important to cultivate students’ cross-cultural consciousness. This paper studies the cultivation of intercultural communication competence in higher vocational English teaching, expounds the significance of intercultural communication competence, analyzes the current situation and shortcomings of cross-cultural teaching, and puts forward strategies and ways for improvement. This paper aims to promote the comprehensive English ability and enhance the competence of intercultural communication of higher vocational college students .
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Berry, John W. "Global psychology: implications for cross-cultural research and management." Cross Cultural Management 22, no. 3 (August 3, 2015): 342–55. http://dx.doi.org/10.1108/ccm-03-2015-0031.
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Purpose – Psychology, both as science and practice, has been largely developed in one cultural area of the world: Europe and North America. As a result, the discipline is culture-bound, limited in its origins, concepts, and empirical findings to only this small portion of the world. The discipline is also culture-blind, largely ignoring the influence of the role of culture in shaping the development and display of human behaviour. These limitations have resulted in the dominant position of a Western Academic Scientific Psychology (WASP) in relation to other cultural perspectives on human behaviour. The paper aims to discuss these issues. Design/methodology/approach – This paper draws on concepts and strategies in psychology (particularly cross-cultural and intercultural psychology) to propose some remedies to problems arising from the dominant WASP position. For example, of what relevance is such a limited perspective to understanding human activity in other cultures; and how can such a limited understanding serve the purpose of effective intercultural interactions? Findings – The eventual goal is to achieve a global psychology that incorporates concepts and findings from societies and cultures from all parts of the world, one that will permit a valid understanding of people within their cultures, and permit effective intercultural across cultures. Originality/value – The paper presents some criticisms of the dominant western psychology (WASP), and proposes that the achievement of a more global psychology may be within reach if some concepts and methods now available in psychology from both the dominant western sources and from those working in the rest of the world are used.
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Nelson, Wendy, and Johannes M. Luetz. "The Impact of Short-Term Cross-Cultural Experience on the Intercultural Competence of Participating Students: A Case Study of Australian High School Students." Social Sciences 10, no. 8 (August 19, 2021): 313. http://dx.doi.org/10.3390/socsci10080313.
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Over recent years, globalisation occasioned a dramatic rise in cross-cultural interactions until this was disrupted by the COVID-19 pandemic. The ability to competently engage in a multicultural world is often considered the “literacy of the future”. Global interconnectedness has brought studies into intercultural competence to centre stage. This has increased the demand for cross-cultural education experiences that facilitate such learning. However, there is a dearth of empirical research into the issues and effects surrounding short-term cross-cultural educational experiences for adolescents. This mixed-methods study extends previous research by looking specifically into what impact short-term cross-cultural experiences may have on the formation of intercultural competence (IC) and emotional intelligence (EI) of Australian high school students. This study used two instruments for measuring IC and EI in a pre- and post-test quasi-experimental design (n = 14), the General Ethnocentrism (GENE) Scale and Toronto Empathy Questionnaire (TEQ). Moreover, it conducted in-depth post-experience qualitative interviews (n = 7) that broadly followed a phenomenological paradigm of inquiry. The findings suggest that fully embodied cross-cultural immersive experiences can effectively support the formation of IC and EI in high school students and may thereby play a contributing role in redressing ignorance, xenophobia, prejudice, and discrimination. A greater understanding of the linkages between immersive cross-cultural experiences and intercultural competence offers prospects for policymakers, educators, pastoral carers, and other relevant stakeholders who might employ such experiential learning to foster more interculturally and interracially harmonious human relations.
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Tettegah, Sharon Y. "Technology, Narratives, Vignettes, and the Intercultural and Cross-Cultural Teaching Portal." Urban Education 40, no. 4 (July 2005): 368–93. http://dx.doi.org/10.1177/0042085905276376.
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Melnikova, Nadezhda M. "Intercultural Competence of Psychologists: Problems and Prospects of Study and Development." RUDN Journal of Psychology and Pedagogics 17, no. 1 (December 15, 2020): 79–100. http://dx.doi.org/10.22363/2313-1683-2020-17-1-79-100.
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The article is concerned with the problem of cross-cultural training of psychologists. The author analyses various approaches to the definition and development of intercultural competence and highlights professional and ethical problems of psychological activity related to cultural competence/incompetence of specialists. Particular attention is paid to the specifics in training psychologists for cross-cultural counselling, the experience of organising psychological work in a multi-cultural environment, using the example of the Republic of Sakha (Yakutia), as well as some important aspects in how psychologists develop and manifest intercultural competence during ethnopsychological field studies. An analysis of the accumulated practical experience in a multicultural environment made it possible to identify the conditions for the successful development of cross-cultural competence, setting the psychologist’s value foundations and motivational readiness to communicate with people of other cultures. These conditions include: (1) a humanistic approach in psychology; (2) a subjectsubject approach to communication; (3) formation of scientific and professional thinking; (4) purposeful development of such mechanisms of understanding other people as decentration and reflection; and (5) mastering of conflict-resolution and group-work technologies. In this regard, the author concludes that the development of intercultural competence in the domestic psychologists’ training system requires not only a detailed discussion of ethical issues related to the psychologist’s activities or specifics of cross-cultural communication within the studied disciplines, but also the introduction of special cross-cultural communication development programmes and trainings in intercultural competence and cultural sensitivity. The cross-cultural training of psychologists can be based on the working model of ethnocultural competence proposed by T.G. Stefanenko. It is emphasized that the development of intercultural competence should involve not only an individual person but the entire professional community through research and open discussion of the current state of cross-cultural competence of psychologists as well as the entire complex of ethical issues.
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Desmet, Christy. "Import/Export: Trafficking in Cross-Cultural Shakespearean Spaces." Multicultural Shakespeare: Translation, Appropriation and Performance 15, no. 30 (June 30, 2017): 15–26. http://dx.doi.org/10.1515/mstap-2017-0002.
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This essay examines the phenomenon of cross-cultural Shakespearean “traffic” as an import/export “business” by analyzing the usefulness of the concept crosscultural through a series of theoretical binaries: Global vs. Local Shakespeares, Glocal and Intercultural Shakespeare; and the very definition of space and place within the Shakespearean lexicon. The essay argues that theoretically, the opposition of global and local Shakespeares has a tendency to collapse, and both glocal and intercultural Shakespeares are the object of serious critique. However, the project of cross-cultural Shakespeare is sustained by the dialectic between memorialization and forgetting that attends all attempts to record these cross-cultural experiences. The meaning of crosscultural Shakespeare lies in the interpreter’s agency.
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Hantsiuk, Tetiana, Khrystyna Vintoniv, Nataliia Opar, and Bohdan Hryvnak. "Developing Intercultural Competence Through Design Thinking." European Integration Studies 1, no. 15 (September 16, 2021): 9–21. http://dx.doi.org/10.5755/j01.eis.1.15.28930.
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Cultural competence, as the ability to interact effectively with the culturally diverse others, is a key component to your success in the globalized world. Developing cultural competence gives us an insight how to benefit from the diversity within intercultural interactions. Everyone may misinterpret the cultural differences due to the low level of cultural competence. That can influence further cooperation with different cultures. Therefore, it is very important to foster students’ intercultural skills, in particular by using different learning techniques and implementing new ideas into the traditional teaching methods. One of them is design thinking as a practice that encourages collaboration and can help students to manage intercultural challenges. Hence, the research problem for this study is to reveal the correlation between the development of students’ intercultural competence and design thinking method application. The purpose of the study is to summarize and synthesize the research on cross-cultural interactions and design thinking to build a framework that shows how the implementation of the design thinking method into the learning process facilitates the development of students’ intercultural competence. The tasks of the research are:a) to review the main contributions to the field of design thinking by analysing multidisciplinary studies on how design thinking fosters development of variety competences including intercultural competence;b) to design the framework to reveal the correlation between the components of intercultural competence and the stages of design thinking process;c) to observe the changes in the students’ intercultural competence level by analysing learners’ responses to the case of intercultural misunderstanding at the beginning of studying the cross-cultural communication classes and after finishing the course.d) The study uses mixed approaches such as quantitative and qualitative methods, scientific literature studies, intercultural competence assessment, grouping, comparative analysis, synthesis, inductive and deductive methods.The key results are presented in the framework that demonstrates the ways how design thinking method supports the development of intercultural competence. This framework can be used by educators to teach intercultural competence and everyone involved in cross-cultural interactions, and who would like to benefit from the diversity.
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Schubert, Klaus. "Review of Koutny, Stria, Farris (eds) 2021: The intercultural role of Esperanto / Interkultura rolo de Esperanto / Międzykulturowa rola esperanta." Investigationes Linguisticae, no. 45 (December 30, 2021): 1–6. http://dx.doi.org/10.14746/il.2021.45.6.
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Review of Ilona Koutny, Ida Stria, Michael Farris (eds) 2021: The intercultural role of Esperanto / Interkultura rolo de Esperanto / Międzykulturowa rola esperanta. (Cross-linguistic and Cross-cultural Studies 2.) Poznań: Rys, 254 pp. – https://wydawnictworys.com/the-intercultural-role-of-esperanto-interkultura-rolo-de-esperanto-miedzykulturowa-rola-esperanta-red-ilona-koutny-ida-stria-michael-farris.html
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Grosskopf, Sina, and Christoph Barmeyer. "Learning from multi-paradigmatic sensitivity in cross-cultural management? Empirical and theoretical considerations." International Journal of Cross Cultural Management 21, no. 2 (June 3, 2021): 181–202. http://dx.doi.org/10.1177/14705958211019437.
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Paradigms are basic assumptions about how social reality is perceived, understood and explained. Whereas most research is based on a single paradigm, few empirical papers show the advantages of using multiple paradigms within a study. This article pleads for multi-paradigm studies in cross-cultural management research in order to reach a more multifaceted representation of cultural phenomena. This is particularly consistent with the field of cross-cultural management, because it would be ethnocentric to consider intercultural situations only from one perspective, usually that of one’s own culture. The argument corresponds to the ambition of cross-cultural management to respect and adopt multiple (cultural) perspectives and, analogously, to achieve a ‘paradigmatic ethnorelativism’. Based on an intercultural situation, and therefore going beyond meta-theoretical reasoning, this article demonstrates multi-paradigmatic sensitivity in terms of the functionalist, interpretive and critical paradigms. The use of these theoretical concepts leads to multiple angles and a less ‘ethnocentric’ position, and hence to more nuanced knowledge creation with regard to the intercultural situation. The ‘blind spots’ of each paradigm, but also their complementarities, are discussed. Consequently, this article raises theoretical and practical implications for cross-cultural management by offering a way to a richer understanding of intercultural situations through openness to different paradigms.
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Schneider, Simon, and Liv Heinecke. "The need to transform Science Communication from being multi-cultural via cross-cultural to intercultural." Advances in Geosciences 46 (January 31, 2019): 11–19. http://dx.doi.org/10.5194/adgeo-46-11-2019.
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Abstract. When dealing with issues that are of high societal relevance, Earth sciences still face a lack of acceptance, which is partly rooted in insufficient communication strategies on the individual and local community level. To increase the efficiency of communication routines, science has to transform its outreach concepts to become more aware of individual needs and demands. The “encoding/decoding” concept as well as critical intercultural communication studies can offer pivotal approaches for this transformation.
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Braslauskas, Justinas. "EFFECTIVE CREATIVE INTERCULTURAL COMMUNICATION IN THE CONTEXT OF BUSINESS INTERACTION: THEORETICAL AND PRACTICAL ASPECTS." Creativity Studies 13, no. 1 (April 3, 2020): 199–215. http://dx.doi.org/10.3846/cs.2020.12094.
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Although various aspects of intercultural communication have been addressed in the works of various authors, there is still a lack of works that describe intercultural communication from the new viewpoint – in terms of effective intercultural business interaction, theoretical analysis of models of the classification of cultures, and combination of theoretical and practical insights in overcoming the obstacles of intercultural interaction. There is also a lack of works that highlight creativity as an integral part of cross-cultural business communication. In the belief of the author of the article, without a close synthesis of these aspects, it is impossible to understand in detail the meaning of effective intercultural business interaction. Purpose of the article – to analyse theoretical and practical aspects of effective cross-cultural business communication based on creativity. In the article, through the use of the models of the classification of cultures of various researchers from around the world (Richard R. Gesteland, Edward T. Hall, Richard D. Lewis, Geert Hofstede, Gert Jan Hofstede, Michael Minkov, Shalom H. Schwartz), the aspects of multiculturalism in the context of intercultural business interaction are highlighted. The work analyses creativity as an integral part of effective cross-cultural business communication. The publication also describes the barriers in the intercultural interaction and ways to overcome it. Research methods used in the work: systematic, comparative, logical analysis and synthesis of scientific literature.
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Lalić, Ana. "Elementi della competenza comunicativa interculturale / Elements of Intercultural Communicative Competence." Journal of the Faculty of Philosophy in Sarajevo / Radovi Filozofskog fakulteta u Sarajevu, ISSN 2303-6990 on-line, no. 24 (November 10, 2021): 212–36. http://dx.doi.org/10.46352/23036990.2021.212.
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In this paper, we examine the possibility of teaching intercultural competence in high schools in the Sarajevo Canton. We conducted an analysis of two coursebooks in use in high schools, prescribed by the curriculum. The research objective is to examine the organization of intercultural teaching. In that sense, we first present an overview of teaching culture, as well as political goals elaborated in Europe during the 1990s. We start from the concept of language teaching and proceed with the definition of intercultural competence and its value according to the White Paper on Intercultural Dialogue, the Treaty of Maastricht and the Common European Framework of Reference for Languages (CEFR). Furthermore, we compare the data obtained by the analysis of the manuals with the goals of language teaching in Europe. The goal of the research is to put focus on elements of intercultural communication competence represented in the manuals to verify if it is possible to reach the goals determined by the Council of Europe. With that goal in mind, we conducted a qualitative analysis of the coursebooks with the aid of two tables of analysis which enable us to execute a contrastive analysis of the manuals and to compare intercultural elements with the counsels of the documents issued by the Council of Europe. Our hypothesis is that the manuals prescribed by the Ministry for Education, Science and Youth of the Sarajevo Canton represent the Italian culture in a traditional manner, and that they do not fully implement the CEFR instructions. This research can further be used in determining which manuals will be in use in high schools as well as in the curricular reform processes.
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Vasilyeva, Ekaterina D., and Nadezhda M. Lebedeva. "Sino-Russian Intercultural Communication Research: Literature Review." RUDN Journal of Psychology and Pedagogics 17, no. 1 (December 15, 2020): 51–63. http://dx.doi.org/10.22363/2313-1683-2020-17-1-51-63.
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International relations between China and Russia have a long-lasting history. At the same time interpersonal contacts between these two ethnic groups face difficulties associated with language, cultural distance, prejudices and other factors. This article presents a review of studies on the problem of Russian-Chinese intercultural interaction. Due to its interdisciplinary nature the studies are scattered both methodologically and with respect to its theoretical foundations. In this regard, we conditionally divide the considered works into four main areas: studying the perception of the image of Russia and China among Russians and Chinese, classification of Sino-Russian communication barriers, cross-cultural analysis of communication components, and indigenous concepts of Chinese psychology related to the process of intercultural interaction. A brief review of the modern research results gained by Russian and Chinese authors on effective communication and building trustful relationships is given. The results of studies revealing important differences at the level of verbal and non-verbal communication are presented. Particular attention is paid to cross-cultural research aimed at identifying etic and emic attributes of the situation of intercultural interaction. The most common approaches to understanding the concept of trust and its operationalization in Chinese studies are described. The importance of further studying mechanisms of building trustful relationships between representatives of the two countries is noted. In conclusion, unresolved problems and current trends in the study of intercultural communication are identified.
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Jiang, Peipei, and Xia Hou. "Development and Application of MOOC System for English Intercultural Communication Courses Using Neural Network." Scientific Programming 2022 (July 20, 2022): 1–12. http://dx.doi.org/10.1155/2022/9882113.
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Presently, many researchers are focusing on the English intercultural communication course. However, these courses face serious challenges, such as individual student variances in conventional English cross-cultural teaching, fostering students’ cross-cultural communication abilities, and enhancing teaching quality. These problems need to be solved; therefore, this paper aims to explore the development and application of the Massive open online courses (MOOCs) system in the English cross-cultural communication course based on neural networks. Firstly, the overall function modules of the MOOC system for the English intercultural communication courses are described, with emphasis on the student function module, teacher function module, administrator function module, and system database design of the MOOC system. Second, the MOOC system’s teaching technique in an English intercultural communication course is based on a genetic algorithm, and the MOOC system’s teaching quality index in an English intercultural communication course is chosen using principal component analysis. We conducted several tests to demonstrate that the MOOC system of the English intercultural communication course using the neural network suggested in this work is resilient and may successfully increase teaching quality. The experiment proves that the MOOC system of the English intercultural communication course based on the neural network developed in this paper has efficient results as compared to existing studies. In addition, it can effectively improve the teaching quality and can train students’ intercultural communication skills and their ability to adapt to intercultural communication.
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MARTYNENKO, Nadiia. "The analysis of foreigh experience pilots’ training for intercultural interaction." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 11 (2022): 96–101. http://dx.doi.org/10.33251/2522-1477-2022-11-96-101.
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The article generalizes incipience of cross-cultural education is examined in the countries of Europe and United States. It is marked, that the educational programs of aviation Higher Education Institutions do not pay enough attention on a cross-cultural constituent in the structure of disciplines. It is analyzed foreign experience in the question of cross-cultural co-operation and communication of the known aviation universities, namely: educational programs, structure of base disciplines, organization of educational process. The key aspects of effective introduction of cross-cultural education are distinguished in Ukraine. It is studied that forming of cross-cultural educational process of the program of establishments of higher education of countries of Europe and United States built by means of next key descriptions: realization of the global, national, regional and institutional educational programs; forming of personality and professional competence for all students, that allows to them successfully to work and live in multicultural and multilingual society; the table of contents of studies from disciplines includes a national and cultural constituent necessarily; an educational process is sent to preparation of students to operate in an unknown international situation, extending the limits of their thinking and forming of capacity for the creative and critical thinking; a considerable role is taken to possessing foreign languages (in particular, to English) among students and teachers; stimulation of development of international research activity. While analyzing experience of foreign Higher Education Institutions, it was noticed that the aim of every university is effective cross-cultural communication and co-operation at global level, composition of students is multinational in fact. The educational programs and structure of disciplines are built taking into account a cross-cultural constituent, namely: cultural and historical values of different countries; ability of students to respect traditions of other ethnos; ability to set international contacts by means of effective cross-cultural co-operation. Also, it is marked that large attention of teachers is spared to the psycho emotional state of every student. The separate special courses are conducted: work in a command, tolerance, sensitivity, respect to the culture and traditions different nationalities. Key words: foreign experience, aviation specialist, intercultural education, culture, intercultural interaction
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Ten, Yu P. "INTERCULTURAL COMPETENCE AS A WAY TO OVERCOME CROSS-CULTURAL BARRIERS TO BUILDING TRUST." Vestnik Povolzhskogo instituta upravleniya 22, no. 4 (2022): 55–62. http://dx.doi.org/10.22394/1682-2358-2022-4-55-62.
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The intercultural competence as a way to overcome the cross-cultural barriers on the way of trust building in international relations is studied. An authorial model of intercultural competence, contributing to the formation of the generally significant ideological and conceptual field of the phenomenon of trust in international relations is proposed.
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Leng, Bing. "Problems and Strategies: A Study of Cross-Cultural Adaptation of Chinese Undergraduates in the Philippines." Journal of Contemporary Educational Research 6, no. 11 (November 24, 2022): 28–35. http://dx.doi.org/10.26689/jcer.v6i11.4505.
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Investigating the intercultural adaptation of Chinese undergraduates in the Philippines provides an effective example of bridging the gap between theories of intercultural adaptation. A questionnaire and interviews were conducted to explore the problems and challenges faced by Chinese undergraduates in the Philippines, thereby providing some first-hand information for subsequent studies on cultural adaptation. Chinese undergraduates in the Philippines faced four main challenges, namely interpersonal communication, living environment, social services, and course study. As coping strategies, four suggestions are presented, including cultural integration, life experience, bridge building, and rational docking.
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Safonova, Victoria V. "Developing Russian Phd Students’ Academic Culture in EAP Courses for International Communication and Co-Operation." European Journal of Interdisciplinary Studies 4, no. 2 (July 24, 2018): 103. http://dx.doi.org/10.26417/ejis.v4i2.p103-114.
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The paper gives a didactic insight into the concept of “intercultural academic communication” /IAC/ analyzing its types, forms, structure and bilingual input for the purposes of improving Russian advanced students’ communication skills as intercultural speakers and writers in English-speaking academic settings. On the basis of the 2015-2017 cross-cultural analysis of Russian Master’s Degree - PhD Students’ experiences of intercultural communication it provides a didactically-oriented and competency-based classification of communicative barriers to effective cross-cultural academic communication, describing such of them as linguistic, pragmatic, sociocultural, cognitive and visual communication barriers. The paper argues that the theoretical framework for designing tasks aiming at improving PhD students’ bilingual pluricultural competence to use English as a lingua franca in intercultural academic settings is to be based on L. Vygotsky’s cultural historical theory, A.N Leontiev’s activity theory, A.A. Leontiev’s psychological theory of communication, S. Hall’s theory of cultural factors and contexts and culturally-oriented FLT approaches to developing students’ bilingual academic competences on a multidisciplinary basis. The paper concludes with some recommendations on creating a hierarchical set of multidisciplinary problem-solving tasks and activities specifically designed to help PhD students meet new 21st century challenges of intercultural communication - co-operation, avoiding culture-bound academic pitfalls in today’s extremely complicated world. Among these tasks are those that involve PhD students’ into: a) observing and generalizing the similarities and differences of communicative and/or cognitive academic schemata in Russian and in English; b) classifying communicative barriers between intercultural speakers or writers (incl. English native - non-native speakers); c) interpreting the appropriacy of academic products in a FL from a global intercultural perspective; d) making suggestions for necessary pluricultural academic self-education in order to be able to foresee and/or identify communication barriers and find effective communicative tools to bridge intercultural academic gaps; e) doing thought-provoking case-studies in IAC; f) transforming interculturally inappropriate academic products in a FL into appropriate ones; g) group role-playing of IAC schema modes involving different academic roles that are typical of English-speaking international science co-operation settings; h) doing “Study - Innovate” projects.
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Abugre, James Baba. "Cross-cultural communication imperatives." critical perspectives on international business 14, no. 2/3 (May 8, 2018): 170–87. http://dx.doi.org/10.1108/cpoib-01-2017-0005.
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Purpose Given the rising expansion of Western multinational companies (MNCs) to the African contexts, the development of expatriates and local employees has become increasingly important to the human resource management of these MNCs. This paper aims to provide critical lessons on cross-cultural communication competences for Western expatriates working in the sub-Saharan Africa business environment. Design/methodology/approach This paper is a qualitative phenomenology that makes use of lived experiences of senior expatriate staff working in Ghana in the form of direct interviews. Findings Results showed that cross-cultural communication competence is very important for Western expatriates’ functioning in sub-Saharan Africa. The findings also established a plethora of cross-cultural communication skills that are essential for Western expatriates’ successful adaptation and work outcomes in Africa. Practical implications This research argues that there is the need for the appreciations of the differing cultural patterns of expatriates and local staff, and this provides the underlying assumptions of intercultural and cross-cultural communication in global business. Originality/value A critical perspective of international business that has scarcely been studied offers lessons for Western expatriates working in sub-Saharan Africa.
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Sándorová, Zuzana. "Developing Intercultural Competence at Slovak Secondary Schools." Journal of Intercultural Communication 21, no. 3 (July 12, 2022): 1–13. http://dx.doi.org/10.36923/jicc.v21i3.17.
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The importance of developing intercultural competence as one of the key competences in today’s rapidly changing and multicultural society has been spoken of often. The requirement of preparing interculturally competent communicators has therefore become one of the goals of today’s foreign language education. The aim of the present paper is to shed light on the practice of fostering intercultural skills in teaching English as a foreign language at Slovak secondary schools. The findings of the research, including observations of lessons, interviews with teachers, as well as analysis of teaching materials, reveals that the development of intercultural competence is still not integrated into foreign language education in Slovakia.
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Hollenweger, Walter J. "Intercultural Theology." Theology Today 43, no. 1 (April 1986): 28–35. http://dx.doi.org/10.1177/004057368604300104.
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“Intercultural theology is not just something that might be useful for students from the Third World, but it is part and parcel of any theology that pretends to be scholarly… Our cultural presuppositions define what is scholarship and what is not.”
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Liu, Leigh Anne, Wendi L. Adair, Dean Tjosvold, and Elena Poliakova. "Understanding intercultural dynamics." Cross Cultural & Strategic Management 25, no. 1 (February 5, 2018): 2–31. http://dx.doi.org/10.1108/ccsm-11-2017-0151.
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Purpose The purpose of this paper is to provide an overview on the state of the field in intercultural dynamics on competition and cooperation at the individual, team, and organizational levels. The authors integrate previous studies from multiple disciplines to articulate the contextual importance of intercultural dynamics. The authors also suggest three overarching themes to expand the field of research on intercultural dynamics. Design/methodology/approach The authors use an integrative literature review to articulate the importance of intercultural dynamics, provide an introduction to the new contributions in this special issue, and propose new directions for future research. Findings Intercultural dynamics research has the potential to expand in three overarching areas: constructive controversy, collaborative communication, and global competency and identity at multiple levels. Research limitations/implications Intercultural dynamics is still a nascent field emerging from cross-cultural and strategic management. The authors hope the review lays the groundwork for more studies on intercultural dynamics at the interpersonal, team, organizational, and mixed levels of analysis in both theory building and empirical works. Practical implications Understanding intercultural dynamics in competition and cooperation can help individuals and managers in multinationals and born global organizations navigate cultural complexity and foster cooperation. Social implications The authors hope the ideas on intercultural dynamics can facilitate collaboration and reduce conflict in intercultural encounters at the individual, organization, and societal levels. Originality/value This paper offers an overview on the state of the field and lays groundwork for more systematic inquiries on intercultural dynamics in competition and cooperation.
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Han, Pi-Chi. "Developing Global Leaders With Intercultural Competencies Using Social Constructivism." International Journal of Adult Education and Technology 13, no. 1 (January 1, 2022): 1–12. http://dx.doi.org/10.4018/ijaet.310072.
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The shortage of global leaders has become a significant constraint for many organizations in the global arena. The need of developing global leaders with adequate intercultural competencies has become obvious. Many studies provide the cross-cultural competency taxonomies, rather a theory to conceptualize intercultural competencies for developing global leaders. The problem remains unsolved and becomes more complex. In the present paper, it is proposed that social constructivism is a useful theoretical foundation to develop intercultural competencies for developing global leaders.
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Ustorf, Werner. "The Cultural Origins of "Intercultural Theology"." Mission Studies 25, no. 2 (2008): 229–51. http://dx.doi.org/10.1163/157338308x365387.
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AbstractEcumenical amnesia is accompanying much of the current debate on replacing the terms missiology or mission studies by that of intercultural studies or intercultural theology. This paper tries to address the loss of memory. By remembering the time when the new terminology was established (the 1970s and 80s) we become aware of the particularities, the challenges, and the limitations of the original vision of "intercultural theology". Among the particularities we will detect that of the professional missiologist working in the secular academy; challenges can be found in the reformulations of the missionary paradigm; and some may wish to see the limitations in the fact that intercultural theology began its life as part of a European conversation on culture and transcendence.
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Samokhvalova, A. G., and M. V. Metz. "Intercultural Communicative Difficulties of Teens Migrants of the First and Second Generation: Cross-Cultural Aspect." Social Psychology and Society 11, no. 3 (2020): 149–66. http://dx.doi.org/10.17759/sps.2020110310.
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Objectives. The study of communicative difficulties in situations of intercultural communication with adults and peers and how to overcome them among teenage migrants of the first (refugees) and second generation, living in Russia and Germany. Background. Intercultural communication in modern society, on the one hand, has become the norm of life, on the other hand, a source of conflict and interethnic barriers. Teens, who are sensitive to the difficulties of mastering intercultural communication, both linguistic and socio-psychological, are experiencing especially difficult migration processes. Therefore, it is extremely important to study the communicative difficulties of migrant teens. Study design. We studied the cross-cultural differences in communicative difficulties that arise in teens migrants of the first and second generation in situations of intercultural communication, as well as ways to overcome them. Statistical processing was carried out using the Mann—Whitney U-test, the multiple functional criterion φ* — the Fisher angular transformation. Participants. 200 teens aged 15—17 years (M=16.3). Measurements. Questionnaire “Difficulties of a teenager in communicating with peers and adults”, the method of unfinished sentences, which determines how to overcome communicative difficulties (author A.G. Samokhvalova). The methodological tools were translated into German and adapted by M.V. Metz. Results. It has been established that there are common intercultural communication difficulties that arise among refugee teens from zones of military conflict, regardless of their place of residence. Second-generation migrant teens are more successful in intercultural communication. First-generation migrants are significantly more likely to use destructive strategies to overcome intercultural communication difficulties. Conclusions. Migrant teens of the first and second generation living in Germany and Russia have both general and culturally specific communicative difficulties.
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Tkachenko, Olena, and Maryna Zhukova. "INTERCULTURAL COMPETENCE AS WELL AS ACCULTURATIVE STRESS AND SHOCK IN PSMU INTERNATIONAL APPLICANTS." Scientific Journal of Polonia University 54, no. 5 (December 27, 2022): 107–11. http://dx.doi.org/10.23856/5415.
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The article is devoted to the actual multi-disciplinary problems of intercultural competence, cross-cultural adaptation forming and development in the higher education foreign applicants. The present time is accompanied by vast exchange of the foreign students on one hand and multiple factors affecting their proper adjustment on the other hand in part remote education, stresses, war situation and various diseases of dys-adaptation. It increases the topic studied actuality. The scientists from many countries paid and pay much attention to search the way and mechanisms of the International students’ proper cross-cultural adaptation. Intercultural competence forming and development starts from family. Studying in the educational establishments, cultural peculiarities of the countries the applicants are from, the students’ upbringing and habits in part impact on this competence while it influence on cross-cultural adjustment and its formation is hardened significantly at acculturative stress and shock in the foreign students. We determined acculturative stress and even shock features in our educational establishment foreign students; intercultural competence degree was fluctuated from low to moderate; we analyzed the described competence indices told by the students and proposed our own ways to improve the foreign applicants’ cross-cultural adaptation, intercultural competence as well as to prevent acculturative stress and shock development in them.
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Irawan, Nico, Pratiwi Retnaningdyah, and Ali Mustofa. "International Students' Experience of Learning to Speak Interculturally on an Online Platform." Studies in Media and Communication 10, no. 2 (June 11, 2022): 53. http://dx.doi.org/10.11114/smc.v10i2.5601.
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Through an online platform, this paper attempted to elicit international students' learning experiences in speaking interculturally. It allows students to learn in both synchronous and asynchronous modes while remaining in their native countries and communicating with others. They had unrestricted access to it from anywhere in the world. To obtain data, this work employed a phenomenology case study and photovoice. Purposive selection of virtual observation and interviews for particular international students who studied at a Thai institution from their home countries (i.e., Cambodia, mainland China, South Korea, Thailand, and the Philippines) were utilized by the researchers. Despite the fact that the researchers observed 136 business administration undergraduates, just 10 were identified and chosen to conduct specialized studies and in-depth interviews. Furthermore, this research revealed that international students must utilize English to communicate with others in order to improve intercultural communication quality while also growing their cross-cultural competence and interaction. In addition, the practical implications of these findings for intercultural communication learning experiences are highlighted.
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Romani, Laurence, and Marie-Thérèse Claes. "Why critical intercultural communication studies are to be taken seriously in cross-cultural management research?" International Journal of Cross Cultural Management 14, no. 1 (March 27, 2014): 127–32. http://dx.doi.org/10.1177/1470595813507156.
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Holubenko, Nataliia. "Modality from the Cross-cultural Studies Perspective: a Practical Approach to Intersemiotic Translation." World Journal of English Language 13, no. 2 (January 27, 2023): 86. http://dx.doi.org/10.5430/wjel.v13n2p86.
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Any scientific question should be understood as a process of dynamic semiosis in search of truth. The revelatory web is goal-oriented (teleological), but with no stable outcome, static method, redefinition, or fixed agent. All outcomes, methods, and agents are temporary and are temporary “trends” in translation studies that can be abandoned for new ones. The translation can be categorized as a fragmented record or metaphorically as a mosaic, whose components allow the construction of a figurative, diegetic, dramatic world in intersemiotic translation, to be inscribed in the diagram of the narrative. The translation adopts the repetitive and non-repeating behavior patterns of a particular culture, rejecting trendy or outdated translation tools. The same applies to intersemiotic translation with interpretive and reinterpretive meaning. The ideas of the classics about a global approach to semiolinguistics have turned the whole traditional approach to translation studies upside down. The traditional view of the question of intercultural, intersemiotic translation focused on untested dichotomies labeled as dogmatic forms of double self-reflection. Intersemiotic translation offers experimental and temporal responses of a skeptical and evolutionary nature at the boundaries of the translated and untranslatable, correspondence and non-correspondence, conformity and unconformity, the starring role and purpose of intelligence, the dynamism and emotionality of the Falabilist spirit and the Falabilist heart of the translator. It focuses on the concepts of translation and retranslation, the fate of the intercultural text, the fate of the target text, and other semiotic issues of translation in the broadest sense, in the sense of an encoded phenomenon rather than an intersemiotic code. This paper analyzes cultural and linguistic transsemiosis from the perspective of translation and transduction to reveal the essence of intersemiosis. One considers the extrapolarity and complexity phenomenon of modality in terms of cognitive-discursive and semiotic features of its manifestation during translation. In the contemporary scientific pattern, the linguistic category of modality is considered as a functional-semantic, semantic-pragmatic, semantic- syntactic, syntactic, grammatical or logical category. One defines it as the inner attitude of the narrator to the content. The essence of modality in intersemiotic translatin is related to the inner linguistic thinking. Accordingly, intersemiotic translation is the recoding of the original text by means of another sign (semiotic) system.
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Safi, Abdul Qayoum, Susanne Dida, Hazrat Shah Kayen, and Khatol Shafiq. "Intercultural Communication between Indonesian and international students at Universitas Padjadjaran." Jurnal Manajemen Komunikasi 7, no. 1 (October 30, 2022): 55. http://dx.doi.org/10.24198/jmk.v7i1.41147.
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Extensive cultural exchanges between ethnicities in the global environment are inevitable, Indonesia included, especially in Educational Institutions. This study aims to evaluate the cross-cultural interaction between Indonesian and International students who enrolled in the same academic environment at Universitas Padjadjaran. It examines cultural distinctions between Indonesian and International students, lecturers, and academic staff. A qualitative approach with case-study methods on cross-cultural communication between Indonesian and International students at Universitas Padjadjaran is applied in this study. The data is collected through interviews with 26 participants, 13 international students of KNB Scholarship 2021, 10 Indonesian students studying at different faculties, and three academic staff at Universitas Padjadjaran. This paper discovered several cultural elements, which are languages, fashion, and cuisine variations, that lead to the development of the international students learning process. In the first year, international students struggle with the cultural gap during their studies. However, they dealt with communication issues through several methods and strategies for an international student to adjust to local culture from the culture shock they experienced at the beginning of their academic journey.
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Tuzel, Sait, and Renee Hobbs. "The use of social media and popular culture to advance cross-cultural understanding." Comunicar 25, no. 51 (April 1, 2017): 63–72. http://dx.doi.org/10.3916/c51-2017-06.
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Although we live in a global society, educators face many challenges in finding meaningful ways to connect students to people of other cultures. This paper offers a case study of a collaboration between teachers in the US and Turkey, where 7th grade students interacted with each other via online social media as a means to promote cultural understanding. In a close analysis of a single learning activity, we found that children had opportunities to share ideas informally through social media, using their digital voices to share meaning using online writing, posting of images and hyperlinks. This study found that students valued the opportunity to develop relationships with each other and generally engaged in sharing their common interests in Hollywood movies, actors, celebrities, videogames and television shows. However, not all teachers valued the use of popular culture as a means to find common ground. Indeed, teachers had widely differing perspectives of the value of this activity. Through informal communication about popular culture in a «Getting to Know You» activity, students themselves discovered that their common ground knowledge tended to be US-centric, as American students lacked access to Turkish popular culture. However, the learning activity enabled students themselves to recognize asymmetrical power dynamics that exist in global media culture. Si bien vivimos en una sociedad global, los educadores se enfrentan a numerosos desafíos a la hora de hallar formas significativas de conectar a los alumnos con gente de otras culturas. Este artículo muestra un caso práctico de colaboración entre profesores de los Estados Unidos y Turquía, en el que alumnos de séptimo grado interactuaron entre sí a través de las redes sociales con el fin de promover la comprensión cultural. Al analizar una única actividad de aprendizaje hallamos que los alumnos tenían la oportunidad de compartir ideas informalmente a través de las redes sociales, usando su voz digital para compartir significados mediante la escritura online, publicación de imágenes e hipervínculos. Este estudio halló que los alumnos valoraban la oportunidad de relacionarse entre sí y tendían a compartir su interés común en películas de Hollywood, actores, famosos, videojuegos y programas de televisión. Sin embargo, no todos los profesores valoraban el uso de la cultura popular como medio para la búsqueda de puntos en común. En efecto, los profesores tenían perspectivas muy distintas sobre el valor de esta actividad. Mediante la comunicación informal en torno a la cultura popular en una actividad de conocimiento mutuo, los propios alumnos descubrieron que sus conocimientos en común tendían a estar centrados en los Estados Unidos, en tanto en cuanto los alumnos americanos no tenían acceso a la cultura popular turca. Sin embargo, la actividad de aprendizaje permitió a los propios alumnos reconocer las dinámicas de poder asimétrico que existen en la cultura mediática global.
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Pharaoh, Linda, and Jiajun Li. "Strategies to Develop Intercultural Competence of Students in a Multicultural Set Up." Journal of Learning and Development Studies 2, no. 3 (October 13, 2022): 14–22. http://dx.doi.org/10.32996/jlds.2022.2.3.3.
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In a society that is becoming more and more globalized, and internationalization has become the new norm, intercultural competence (IC) has been proven to be a valuable skill since people are expected to behave responsibly and productively in cross-cultural interactions. The paper reviews educational intervention studies to demonstrate methods for increasing intercultural competency as well as their efficiency in a multicultural university setup. The idea of intercultural competence will be emphasized, along with the values, attitudes, skills, knowledge, and understanding that collectively make up this ability. Following this, a variety of strategies that universities can employ, such as initiatives to foster students' intercultural competence, will be examined.
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Osthues, Julian. "Interkulturelle Metaphern Überlegungen zu ihrer Theoretisierung am Beispiel des Palimpsests." Zeitschrift für interkulturelle Germanistik 8, no. 2 (December 20, 2017): 37–52. http://dx.doi.org/10.14361/zig-2017-0206.
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AbstractCultural theory is full of metaphors. In intercultural German studies (›interkulturelle Germanistik‹), metaphors play an equally significant role in the treatment of cultural concepts. It may seem surprising, though, that their use has not been analyzed from an intercultural perspective yet. This article discusses the potential of metaphors for intercultural thinking, and describes how different theories (Bernhard Waldenfels, Gayatri Chakravorty Spivak, Homi K. Bhabha, Anil Bhatti and others) make use of them in their treatment of culture and identity. In particular, focus is given on the intercultural potentials provided by the palimpsest metaphor, which presents culture in its plurality, cross-border complexity and ambivalence.
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BENNEGHROUZI, Fatima Zohra. "The Transformative Experience of Cultivating Empathy in Teaching Intercultural Studies as Substantiated in The Sociolinguistics and Gender Studies Master One Community." ALTRALANG Journal 1, no. 01 (July 31, 2019): 11–19. http://dx.doi.org/10.52919/altralang.v1i01.3.
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ABSTRACT: Different value systems, coupled with diverging communication styles and behaviours can build up into stern instances of miscommunication and conflict among cultural groups, both within and across societies. In this spirit, my paper probes the following question: How can learners of intercultural studies attain the flair to understand the dynamics of intercultural contact and the practical skills to successfully engage with cultural diversity? This is tested against the postulation which states that learners of intercultural studies can scarcely generate a trans-cultural competence in an eight-week lecture series. With this in mind and through the intercultural studies lecture series, my main objective is to call attention to the significance of cultivating empathy which becomes pivotal in the intercultural perception enacted by and cultivated in the Master 1 (Sociolinguistics and Gender Studies) inter-culturality classroom. The research tool employed in the present study is: An eight week structured observation describing the intercultural studies lecture series in action. This includes the distribution of 4 assignments to students which aims at gauging the development of their intercultural sensitiveness all along the eight week lecture series in the light of their classroom interactions. Issues relating to colonialism, religion, gender, racism, prejudice, interdependence and many more are also closely summoned up in the wake of such interactions. The strategy implemented throughout the course elaborates chiefly on Sitaram and Cogdell’s Value Classification Chart (1976) which contrasts mainstream values at work in different cultural environments, and the Worldwork’s Framework of International Competencies (2010) which propounds manoeuvres for trans-cultural sensitivity.
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Cattrysse, Patrick. "Cultural dimensions and an intercultural study of narratorial behavior." Journal of Internationalization and Localization 3, no. 2 (December 16, 2016): 113–32. http://dx.doi.org/10.1075/jial.3.2.01cat.
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This paper introduces the concept of ‘cultural dimension’ as developed in intercultural communication, into the field of intercultural narrative studies. Since cultural dimensions describe and explain social human behavior, the question emerges whether they can also help to study narratorial behavior. If so, cultural dimensions may assist scholars to study the cultural localization of global values in narratives. When conceiving of narrative as the representation of characters acting in situations, one may distinguish two levels of narrative behavior: the level of character behavior, i.e. the represented, and the level of a narrator behaving narratively, i.e. the representation. This paper focuses on the level of the narrative agency. Borrowing some classical concepts from narratology (real authors, implied authors, narrator, narratee, implied audience and real audiences), it examines how narratorial behavior may display cultural, i.e. localized values at various levels. By way of conclusion, this essay suggests how the concept of ‘cultural dimension’ could assist a study of cross-cultural audience empathy.
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Knežević, Snežana, and Ivan Ivković. "Contribution of intercultural management to developing cultural competence in healthcare sector." Ekonomski izazovi 11, no. 22 (2022): 1–14. http://dx.doi.org/10.5937/ekoizazov2221001k.
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Globalization is changing the way we look at the world and affecting the healthcare sector. There is a need to implement intercultural competence among healthcare workers. The postulation of intercultural medicine was created due to the influence of cultural barriers to effective healthcare. In order to avoid cultural stereotypes due to the decisive role of human factors in management of health care institutions, it is necessary to be well acquainted with the intercultural human resource management. Population migration and globalization leads to the need for education in order to understand the influence of cultural factors on effective health care. The concept of cultural competence in health care encompasses strategies, responsible management and employee behavior and as such provides the basis for effective functioning in an intercultural environment.
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Timmermann, Waltraud. "„Interculture TV“: Interkulturelles Lernen durch Educasts." Glottodidactica. An International Journal of Applied Linguistics 38 (January 1, 2011): 7–19. http://dx.doi.org/10.14746/gl.2011.38.1.
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This paper gives an introduction to "Interculture TV", an educational videocast project initiated by the Department of "Intercultural Studies and Business Communications" at the Friedrich Schiller University, Jena. The project provides open access to audio-visual teaching/learning materials produced by intercultural student work groups and offers opportunities for cooperation. Starting from a definition of the term "educast", the article analyses the videocast episodes on Interculture TV and discusses their potential for inter-cultural instruction and learning.
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Jokikokko *, Katri. "Interculturally trained Finnish teachers' conceptions of diversity and intercultural competence." Intercultural Education 16, no. 1 (March 2005): 69–83. http://dx.doi.org/10.1080/14636310500061898.
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Amster, Richard, and Christina Böhm. "Improving intercultural competency in global IT projects through recognition of culture-based behaviors." International Journal of Information Systems and Project Management 4, no. 2 (February 7, 2022): 5–20. http://dx.doi.org/10.12821/ijispm040201.
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The success of global IT projects is highly influenced by culture-based behaviors. Issues between individuals arise when behaviors are (mis-)perceived, (mis-)interpreted, and (mis-)judged by using the perceiver’s expectations, beliefs, and values. Misperception results when the behavior is not anticipated because it would not occur in ones own culture. As a result, behavior should be the starting point for cross-cultural research. But, studies have primarily focused on belief and value systems which are more abstract and less specific than behaviors. This paper presents a study that analyzed cultural behavioral differences between Indian project managers and their counterparts in other countries. The conducted qualitative, semi-structured interviews revealed insights into cross-cultural challenges and shed light on the complex ways that culture-based behaviors impact IT projects. The study identified 127 behaviors that significantly affected project success and cross-cultural cooperation between Indian managers and managers from all over the world. These behaviors were grouped into 19 behavior clusters. Understanding these behavior clusters, and correlating these behaviors to values and beliefs, will improve project collaboration, and inform cross-cultural training strategies. In addition, existing cultural dimensions were reduced in scope, additional dimensions were defined for clarity, and new business-related dimensions were identified. Finally, based on the study’s results, the paper suggests four important components that should be added to cross-cultural training programs for international project managers.
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Lee, Paul Sungro. "Impact of Missionary Training on Intercultural Readiness." Mission Studies 36, no. 2 (July 10, 2019): 247–61. http://dx.doi.org/10.1163/15733831-12341651.
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Abstract Going as a missionary or sending a missionary without proper training is quite reckless, and one of the most critical components of missionary preparation is intercultural readiness. This research was conducted to study the means to enhance one’s intercultural readiness and to measure its four sub-domain components that are likely to enable such a meaningful preparation at pre-departure stage. A group of 45 missions trainees at the Evangelical Alliance for Preacher Training/Commission’s School of Mission in Seoul, Korea were split into two groups, and quasi-experimental research was made on these groups through pre-test and post-test design. The research carefully examined whether EAPTC’s Missionary Candidate Training program could be another option for training the missionary candidates for effective cross-cultural performance with greater longevity on their field experience.
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Zhang, Zhe. "The Cultivation of Cross-Cultural Communicative Competence in English Teaching under the Background of Artificial Intelligence and Big Data." Wireless Communications and Mobile Computing 2022 (June 20, 2022): 1–13. http://dx.doi.org/10.1155/2022/9566066.
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Artificial intelligence refers to the intelligence expressed by machines made by humans and is a manifestation of human intelligence. On the whole, artificial intelligence includes two aspects: “artificial” and “intelligence.” Artificial is created by man, and information work covers a number of areas, for instance thinking and consciousness. The process from feeling memory to thinking is called “wisdom.” The result of wisdom is behavior and language. The expression process of behavior and language is called “ability,” and the two are collectively called “intelligence.” However, there is no unified explanation for intelligence at present, but there is no doubt about the widespread. Big data processing includes multiple data processing processes, but data quality is the most important link in the entire process, and each data processing link will have an impact on the quality of big data. The big data processing process mainly includes data collection, data preprocessing, data storage, data processing and analysis, data display/data visualization, data application, and other links. The aim of this paper is to explore the studies on the development of intercultural intercommunication skills in English language learning and teaching in the context of artificial intelligence and big data. It is hoped that this will be done in the light of AI and big data technologies. We can explore the current situation of cross-cultural communication, provide new learning directions for cross-cultural communication, and promote cultural exchange and dissemination. This paper investigates students’ attitudes towards cross-cultural communication by means of a questionnaire and then briefly tests students’ cross-cultural communication ability. The experimental results of this paper show that 4 students have mastered cross-cultural knowledge, accounting for 3%; 8 students have mastered cross-cultural knowledge very well, accounting for 4%, and 9 students have mastered cross-cultural knowledge, accounting for 7%. There are 12 people who are very knowledgeable about cross-cultural knowledge, accounting for 9%. These data show that the current students have very little knowledge of intercultural communication, and their intercultural communication skills need to be improved.
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Sáez-Hidalgo, Ana, and Laura Filardo-Llamas. "3D in history of the English language: Learning a L2 through history, context and cross-cultural experiences." Journal of English Studies 12 (December 20, 2014): 127. http://dx.doi.org/10.18172/jes.2827.
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Given the four elements involved in having a communicative competence, it could be argued that learning a L2 does not only involve overcoming linguistic differences, but also cultural ones. Following a double conceptualization of “culture”, we will show our experience as teachers of History of the English Language (HEL), and the potential usefulness of the diachronic axis in developing the critical intercultural awareness needed to master a foreign language. This wider cultural approach results in a more accurate linguistic intuition in the L2, which is a consequence of the critical intercultural spirit developed by the students.
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Liu, Wenjun. "A Study on the Integration of Business English Teaching and Intercultural Communication Skills Cultivation Model Based on Intelligent Algorithm." Security and Communication Networks 2022 (June 13, 2022): 1–12. http://dx.doi.org/10.1155/2022/2873802.
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With the current prevalence of economic globalization, English is still the international language of choice. The definition of cross-cultural: have a full and correct understanding of cultural phenomena, customs, and habits that are different or conflicting with the national culture, and accept and adapt to it with an inclusive attitude on this basis. Therefore, for Chinese universities, the focus is on cultivating highly qualified talents with intercultural communication skills for the country’s economic development. Intercultural communication skills are an important part of students’ language communication skills. China’s business English teaching has also begun to focus on the cultivation of students’ cross-cultural communication skills, but the effect is not satisfactory. In business English teaching, the most important thing is to improve students’ professional competence and business English expertise, and to cultivate foreign language talents with cross-cultural quality and global awareness. Based on the above reasons, this paper proposes a research on the integration of business English teaching and intercultural communication competence cultivation based on intelligent algorithms. First, this paper adopts the literature method to understand the difficulties in traditional business English teaching and the problems in the process of cultivating intercultural communication competence; then, it adopts the inductive-deductive method of intelligent algorithm and action research method to study the mode of cultivating intercultural communication competence and comprehensive experimental research. Finally, after comprehensive analysis, it was concluded that: the number of domestic literature on intercultural communication competence cultivation increased by 11.98%, and the number of literature was generally on the rise; there were significant differences in test results; the experimental students who were satisfied with the cultivation model studied in this paper reached 45.6%. This article attempts to investigate and analyze the needs of English majors for the cultivation of business English intercultural communicative competence, so as to provide a reference for cultivating students’ intercultural communicative competence. The above data fully indicate that the use of contextual teaching method to cultivate intercultural communication skills in business English courses is effective, attracting students’ enjoyment, cultivating their intercultural communication skills, enhancing their understanding of business etiquette, and improving their ability to conduct business conversations. Intercultural communicative competence refers to the ability to communicate when two parties from different cultural backgrounds communicate in the same situation.
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Ten, Yu P., and L. V. Prikhodko. "Formation of a Multi-level Model of World Culture as a Response to the Challenges of Globalization." Humanities and Social Sciences. Bulletin of the Financial University 10, no. 4 (November 3, 2020): 38–45. http://dx.doi.org/10.26794/2226-7867-2020-10-4-38-45.
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The relevance of the article is due to the theoretical and practical need to rethink the content of the concept of “culture” in the context of the formation of world culture. The authors turn to comparative philosophical studies: concepts, categories, approaches and methods from social philosophy, philosophical anthropology, cross-cultural management, sociology, theory and practice of intercultural communication are used. The key conclusion is the provision that the structuralsystem analysis of culture allows us to represent it as a multi-tiered system, each level of which is interconnected with other levels. Cultural diversity can be thought of as the degree to which there are differences within and between individuals, based on both subjective and objective cultural components. The article substantiates the position that the formation of meanings and meanings common for different peoples and cultures as the upper tier of world culture will contribute to the more effective achievement of mutual understanding by participants in intercultural dialogue by minimizing the degree of influence of cross-cultural barriers.